4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evoling digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
1. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
2. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
3. promote and model digital etiquette and responsible social interactions related to the use of
technology and information
4. develop and model cultural understanding and global awareness by engaging with collegues and students of other cultures using digital-age communication and collaboration tools
Reflection: Research is a standard that we work with students on completing, and the attached file explains the basic steps that students followed to complete their research.
Students were given the opportunity to research a band/artist of their choice (as long as they had parent approval). Then, students were taken to the library for four 42 minute class periods. The initial meeting in the library was with the librarian. During this time, the librarian worked with students to identify appropriate sources to use for research. Students were given a chance to navigate the appropriate sources which were all linked to the middle school library website for easy access. In addition, students were shown where to identify source information, so that as they printed off information to use for research, they would have the necessary documentation to use on their work cited page. A major emphasis during the research process is to continually remind students that they must give credit to the appropriate sources as they present information. While students typed a paper to document their findings, they were also required to prepare a power point slide presentation for their peers. This portion of the project allowed for student creativity as they decided what particular information, pictures, etc. would be included in their presentation. Students enjoyed this project a great deal- even writing the research paper! One student that was reluctant to put forth a great deal of effort throughout the year, did a fantastic job with this assignment. He would report daily about his findings, and I believe this was a learning experience for him that will last for years to come. The various technologies incorporated in this assignment engaged students, and they were careful to give the proper credit as they progressed through the stages. I have attached 3 artifacts to help support this assignment. First, is the basic requirements of the project. These are the steps that the students follow in order to complete the assignment. Second, I have taken a snapshot of the resource sheet that we give to students to help them navigate websites that are credible. I do not allow students to just surf the web for their research information. Therefore, they are given a list of websites that they may use in order to obtain information. While researching, I monitor students to help those that have basic computer questions, to make sure that they are able to navigate the sites and find the required information, and help those that are stuggling to find sites that meet the needs of their research topic. As students get older, I believe that they can more freely search the web and decide for themselves what is credible. But for now, I believe that they need assistance in this area until they gain some exposure to the process. Lastly, I have provided a snapshot of resource documentation help. While we practice with this format in class, students know that they have this resource available to them via the library home page. During the research process, I am also able to point out via the computer screen where this information is located. I stress to the students that source documentation constantly changes. Therefore, do not memorize the format. Rather, understand where to go and apply the formats accordingly. I work with students during the research process, as we "chunk" the various activities. The technology listed below helps a great deal with student achievement.
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evoling digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
1. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
2. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
3. promote and model digital etiquette and responsible social interactions related to the use of
technology and information
4. develop and model cultural understanding and global awareness by engaging with collegues and students of other cultures using digital-age communication and collaboration tools
Reflection: Research is a standard that we work with students on completing, and the attached file explains the basic steps that students followed to complete their research.
Students were given the opportunity to research a band/artist of their choice (as long as they had parent approval). Then, students were taken to the library for four 42 minute class periods. The initial meeting in the library was with the librarian. During this time, the librarian worked with students to identify appropriate sources to use for research. Students were given a chance to navigate the appropriate sources which were all linked to the middle school library website for easy access. In addition, students were shown where to identify source information, so that as they printed off information to use for research, they would have the necessary documentation to use on their work cited page. A major emphasis during the research process is to continually remind students that they must give credit to the appropriate sources as they present information. While students typed a paper to document their findings, they were also required to prepare a power point slide presentation for their peers. This portion of the project allowed for student creativity as they decided what particular information, pictures, etc. would be included in their presentation. Students enjoyed this project a great deal- even writing the research paper! One student that was reluctant to put forth a great deal of effort throughout the year, did a fantastic job with this assignment. He would report daily about his findings, and I believe this was a learning experience for him that will last for years to come. The various technologies incorporated in this assignment engaged students, and they were careful to give the proper credit as they progressed through the stages. I have attached 3 artifacts to help support this assignment. First, is the basic requirements of the project. These are the steps that the students follow in order to complete the assignment. Second, I have taken a snapshot of the resource sheet that we give to students to help them navigate websites that are credible. I do not allow students to just surf the web for their research information. Therefore, they are given a list of websites that they may use in order to obtain information. While researching, I monitor students to help those that have basic computer questions, to make sure that they are able to navigate the sites and find the required information, and help those that are stuggling to find sites that meet the needs of their research topic. As students get older, I believe that they can more freely search the web and decide for themselves what is credible. But for now, I believe that they need assistance in this area until they gain some exposure to the process. Lastly, I have provided a snapshot of resource documentation help. While we practice with this format in class, students know that they have this resource available to them via the library home page. During the research process, I am also able to point out via the computer screen where this information is located. I stress to the students that source documentation constantly changes. Therefore, do not memorize the format. Rather, understand where to go and apply the formats accordingly. I work with students during the research process, as we "chunk" the various activities. The technology listed below helps a great deal with student achievement.
Artifacts: